TABLE OF CONTENTS
CONTENT PAGE
Declaration 1
Approval . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Dedication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . 1v
Table of Content·················· ................................................... .-. v
List of tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . ... v1
List of Abbreviations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . · vii
CHAPTER ONE: INTRODUCTION................................................. 1
Background of the study............................................................... I
Statement of the problem.............................................................. 2
The purpose of the study.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Specific objectives.................................................................... 3
Research questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
0
The scope of the study ........... ~................................................... 4
Significance of the study ........................................................... : . 4
CHAPTER TWO: LITERATURE REVIEW................................... 5
Introduction ............................................................................ -. . 5
Local language used for teaching the thematic curriculum . . . . . . . . . . . . . . . . . . . . . . . . 5
The impact of thematic curriculum on teaching and learning in lower primary... 8
2hallenges in the implementation of the Thematic Curriculum.......... . . . . . . . . 10
CHAPTER THREE: METHODOLOGY ......................................... .
Introduction ........ · ...................................................................... .
Study design .............................................................................. .
Area of study ....... , ................................ ; .............. · ...................... .
Population and sampling techniques ................................................. .
Population ............................................................................... , ..
Sampling techniques .................................................................... .
Q_uality I ·error control .................................................................. .
Validity ............. : ................ · ............ _ ......................................... .
Reliability .......... ~ ..................................................................... .
Data collection instruments ............................................................ .
Procedure for Data collection ......................................................... ..
CHAPTER FOUR: PRESENTATION AND ANALYSIS! OF DATA ..... .
Introduction ............................................................................. .
Question one .................................................................... · ........ .
Q uest1on two ........................................................................... .. . .
Question three .................... : ...................................................... .
CHAPTER FIVE: DISCUSSION OF RESULTS ............................ ..
Introduction ............................................................................ .
Discussion .................................................................... • .. .- .. •• ...
Discussion of questionnaire one .................................................... ..
Discussion of questionnaire two .................................................... ..
)iscussion of questionnaire three ..................................................... .
VI
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47
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63
Vll
CHAPTER SIX: CONCLUSIONS AND RECOMMENDATIONS...... 66
Introduction ............................................................ .-. . . . . . . . . . . . 66
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Reco1nmendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Suggested means for further studies.............................................. 69
REFERENCES ............... .. .......... ... ... .......... .. .. .. .. .. ...... .. .......... 70
APPENDICES....................................................................... 73
APPENDIX I: Questionnaire for lower primary teachers...................... 73
APPENDIX.II: Questionnaire for Headteachers................................ 78
APPENDIX III: Questionnaire for CCTs.. ..... .. .. .. .. ... ....... ............... 84
APPENDIX IV: Introductory letter from Kampala International University
(KIU)... .. .. .... .. .. . .. .. ........ .. ..... ...... .. .. . . .... ... .. .. ........ .. .. .. .... .... 85
APPENDIX V: Map ofTororo District........................................ 86
CHAPTER ONE: INTRODUCTION This study was carried out in twelve primary schools in Tororo County that comprise of six sub-counties namely; Merikit, Molo, Mukuju, Kwapa, Mella and Osukuru. 1.1. BACKGROUND TO THE STUDY During the study two schools were selected from each sub-county and they represented two settings that is peri-urban and rural.. Tororo County is in the eastern part of Tororo District. It boarders Manafwa District on the North, Keny~ to the East then it also boarders West Budama South in the South and Tororo Municipality in the West. There are sixty-three (63) Government aided and privately owned primary schools in Tororo County. The government-aided primary schools to offer Universal Primary Education (UPE). None of the private schools offer Universal Primary Education. The Government of Uganda introduced a thematic curriculum in 2003~2004 in all primary schools in Uganda. the aim of the thematic curriculum was to address the issue of the use of local language as medium of instruction for teaching learners from primary one up to primary three in primary schools. The belief was that children understand better when taught in their local language.
GODLIVER, A (2022). The Effect of Thematic Curriculum On Teaching of Lower Primary in Tororo County Tororo District. Afribary. Retrieved from https://afribary.com/works/the-effect-of-thematic-curriculum-on-teaching-of-lower-primary-in-tororo-county-tororo-district
GODLIVER, ACHAM "The Effect of Thematic Curriculum On Teaching of Lower Primary in Tororo County Tororo District" Afribary. Afribary, 29 Aug. 2022, https://afribary.com/works/the-effect-of-thematic-curriculum-on-teaching-of-lower-primary-in-tororo-county-tororo-district. Accessed 19 Apr. 2024.
GODLIVER, ACHAM . "The Effect of Thematic Curriculum On Teaching of Lower Primary in Tororo County Tororo District". Afribary, Afribary, 29 Aug. 2022. Web. 19 Apr. 2024. < https://afribary.com/works/the-effect-of-thematic-curriculum-on-teaching-of-lower-primary-in-tororo-county-tororo-district >.
GODLIVER, ACHAM . "The Effect of Thematic Curriculum On Teaching of Lower Primary in Tororo County Tororo District" Afribary (2022). Accessed April 19, 2024. https://afribary.com/works/the-effect-of-thematic-curriculum-on-teaching-of-lower-primary-in-tororo-county-tororo-district